Mother Tongue and Culture as Constructing Diasporic Identity: Turkish Language and Culture Course Curriculum

Mustafa Ertürk

doi:doi

Mustafa Ertürk

Year : 2024
Vol : 2
No : 1
Page : 70-90

After the Second World War, Turks migrated from Turkey to various European countries, especially Germany, Austria and France, as guest workers. The mass migration in the 1960s was initially undertaken with the aim of eventually returning to Turkey. In the following years, Turks did not return to Turkey and gained permanent status in the countries they migrated to. At the end of a process spanning sixty years, the Turkish presence abroad has reached remarkable economic, political, social and demographic dimensions. The issue of ensuring and maintaining the relations of the new generations, who inevitably participate in the education and training life of their country of origin, with the homeland and the values of the homeland has always remained topical. Within this framework, the Turkish Language and Turkish Culture Course Curriculum has been initiated since the early 1970s. The Turkish Language and Turkish Culture Course Curriculum is aimed at the children of Turks living abroad to maintain their ties with Turkish and the homeland and to construct and maintain their identities on the based on the values and culture of the homeland. The link between maintaining ties with the homeland and identity construction and diaspora and diasporic identity, a relatively new concept in the academic world, is a constitutive element of diaspora debates. The fact that diasporic identity is constantly under construction in the experience of tension and negotiation between homeland values and host country values brings to the agenda the relationship between the Turkish Language and Turkish Culture Course Curriculum and the diasporic identity construction process. The study examines a range of conceptual approaches to the concept of diaspora, and then assesses the relationship of diasporic identity to the mother tongue, homeland and culture. Finally, the contribution of Turkish and Turkish culture to the formation of diasporic identity is investigated in the context of the curriculum for the Turkish Language and Turkish Culture Course. The teaching of the mother tongue and Turkish culture in the diaspora, as a set of symbolic and real activities, contributes to the consolidation of the diaspora community and the construction and maintenance of diasporic identity.

Cite this Article As : Ertürk, M. (2024). Diasporik kimliğin inşası olarak anadil ve kültür: Türkçe ve Türk kültürü öğretim programı. Edutech Research, 2(1), 70-90.

Description : Yazarların hiçbiri, bu makalede bahsedilen herhangi bir ürün, aygıt veya ilaç ile ilgili maddi çıkar ilişkisine sahip değildir. Araştırma, herhangi bir dış organizasyon tarafından desteklenmedi.Yazarlar çalışmanın birincil verilerine tam erişim izni vermek ve derginin talep ettiği takdirde verileri incelemesine izin vermeyi kabul etmektedirler. None of the authors, any product mentioned in this article, does not have a material interest in the device or drug. Research, not supported by any external organization. grant full access to the primary data and, if requested by the magazine they agree to allow the examination of data.

Mother Tongue and Culture as Constructing Diasporic Identity: Turkish Language and Culture Course Curriculum, Research Article,
2024, Vol. 2 (1)

Received : 26.04.2024, Accepted : 06.06.2024 , Published Online : 08.07.2024